Effects of two different memory training approaches in very pretermborn children

Background: Little research has been conducted to assess the effect of using memory training with school aged children who were born very preterm. This study aimed to determine whether two types of memory training approaches resulted in an improvement of trained functions and/or a generalization of the training effect to non-trained cognitive domains. Methods: Sixty-eight children born very preterm (7-12 years) were randomly allocated to a group undertaking memory strategy training (n=23), working memory training (n=22), or a waiting control group (n=23). Neuropsychological assessment was performed before and immediately after the training or waiting period, and at a six-month follow-up. Results: In both training groups, significant improvement of different memory domains occurred immediately after training (near transfer). Improvement of non-trained arithmetic performance was observed after strategy training (far transfer). At a six-month follow-up assessment, children in both training groups demonstrated better working memory, and their parents rated their memory functions to be better than controls. Performance level before the training was negatively associated with the training gain. Conclusions: These results highlight the importance of cognitive interventions, in particular the teaching of memory strategies, in very preterm-born children at early school age to strengthen cognitive performance and prevent problems at school.

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

Fricciones entre pedagogía y sociología en el Uruguay : Una (re)lectura desde el magisterio de Emile Durkheim

En el siguiente artículo pretendemos dar cuenta de algunos aspectos que contribuyen a pensar la forma de constitución de un campo pedagógico. Proponemos hacer esto mediante un recorrido que permita explicitar las diferentes formas de relación entre dos disciplinas que toman a la educación como objeto: la sociología y la pedagogía. Para esto vamos a realizar un análisis histórico que va a tomar como referencia tres momentos en el desarrollo de las investigaciones en educación a lo largo del siglo XX. En cada uno de estos momentos podremos ver formas de articulación diferente entre las disciplinas. Posteriormente, la idea es avanzar en el análisis de cómo se produjo este proceso en el caso del Uruguay, analizando finalmente cómo esta articulación se trasunta en el diseño de dos políticas educativas: Las Escuelas de Tiempo Completo (ETC) y el Programa de Maestros Comunitarios (PMC).

Compilation of North Atlantic albacore tuna (Thunnus alalunga) fork length frequencies in 2 centimeter intervals from catches in the North Atlantic for the period 1956-2010

The development of the ecosystem approach and models for the management of ocean marine resources requires easy access to standard validated datasets of historical catch data for the main exploited species. They are used to measure the impact of biomass removal by fisheries and to evaluate the models skills, while the use of standard dataset facilitates models inter-comparison. North Atlantic albacore tuna is exploited all year round by longline and in summer and autumn by surface fisheries and fishery statistics compiled by the International Commission for the Conservation of Atlantic Tunas (ICCAT). Catch and effort with geographical coordinates at monthly spatial resolution of 1° or 5° squares were extracted for this species with a careful definition of fisheries and data screening. In total, thirteen fisheries were defined for the period 1956-2010, with fishing gears longline, troll, mid-water trawl and bait fishing. However, the spatialized catch effort data available in ICCAT database represent a fraction of the entire total catch. Length frequencies of catch were also extracted according to the definition of fisheries above for the period 1956-2010 with a quarterly temporal resolution and spatial resolutions varying from 1°x 1° to 10°x 20°. The resolution used to measure the fish also varies with size-bins of 1, 2 or 5 cm (Fork Length). The screening of data allowed detecting inconsistencies with a relatively large number of samples larger than 150 cm while all studies on the growth of albacore suggest that fish rarely grow up over 130 cm. Therefore, a threshold value of 130 cm has been arbitrarily fixed and all length frequency data above this value removed from the original data set.

Compilation of Thunnus thynnus (bluefin tuna) catches in the Northeast Atlantic Ocean 1950-2010

The data have been extracted and compiled from various sources but mainly from the ICES data base. The ICES data are from catch databases downloaded from the ICES website on 2014-01-14. These data are resolved by ICES area, country and year. During inspection of these data, it was noted that Norwegian data for years before 1950 had not been entered into the catch database on the ICES website. ICES has been notified of this omission by B. R. MacKenzie. The Norwegian data from ICES Bulletins. Statistiques has been added. Additional historical bluefin tuna catch data from other fishery reports and sources have been included in the data file for years preceding those when countries started reported their landings officially to ICES. These additional data have been reported in the literature previously (MacKenzie and Myers 2007, Fisheries Research).

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

Fricciones entre pedagogía y sociología en el Uruguay : Una (re)lectura desde el magisterio de Emile Durkheim

En el siguiente artículo pretendemos dar cuenta de algunos aspectos que contribuyen a pensar la forma de constitución de un campo pedagógico. Proponemos hacer esto mediante un recorrido que permita explicitar las diferentes formas de relación entre dos disciplinas que toman a la educación como objeto: la sociología y la pedagogía. Para esto vamos a realizar un análisis histórico que va a tomar como referencia tres momentos en el desarrollo de las investigaciones en educación a lo largo del siglo XX. En cada uno de estos momentos podremos ver formas de articulación diferente entre las disciplinas. Posteriormente, la idea es avanzar en el análisis de cómo se produjo este proceso en el caso del Uruguay, analizando finalmente cómo esta articulación se trasunta en el diseño de dos políticas educativas: Las Escuelas de Tiempo Completo (ETC) y el Programa de Maestros Comunitarios (PMC).

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

Fricciones entre pedagogía y sociología en el Uruguay : Una (re)lectura desde el magisterio de Emile Durkheim

En el siguiente artículo pretendemos dar cuenta de algunos aspectos que contribuyen a pensar la forma de constitución de un campo pedagógico. Proponemos hacer esto mediante un recorrido que permita explicitar las diferentes formas de relación entre dos disciplinas que toman a la educación como objeto: la sociología y la pedagogía. Para esto vamos a realizar un análisis histórico que va a tomar como referencia tres momentos en el desarrollo de las investigaciones en educación a lo largo del siglo XX. En cada uno de estos momentos podremos ver formas de articulación diferente entre las disciplinas. Posteriormente, la idea es avanzar en el análisis de cómo se produjo este proceso en el caso del Uruguay, analizando finalmente cómo esta articulación se trasunta en el diseño de dos políticas educativas: Las Escuelas de Tiempo Completo (ETC) y el Programa de Maestros Comunitarios (PMC).

Compilation of Thunnus thynnus (bluefin tuna) catche in the Northeast Atlantic Ocean 1906-1949

The data have been extracted and compiled from various sources but mainly from the ICES data base. The ICES data are from catch databases downloaded from the ICES website on 2014-01-14. These data are resolved by ICES area, country and year. During inspection of these data, it was noted that Norwegian data for years before 1950 had not been entered into the catch database on the ICES website. ICES has been notified of this omission by B. R. MacKenzie. The Norwegian data from ICES Bulletins. Statistiques has been added. Additional historical bluefin tuna catch data from other fishery reports and sources have been included in the data file for years preceding those when countries started reported their landings officially to ICES. These additional data have been reported in the literature previously (MacKenzie and Myers 2007, Fisheries Research).

Spatial database of canopy plant densities created from satellite images over Galapagos in 2011, with intent to manage invasive species

Mapping is an important tool for the management of plant invasions. If landscapes are mapped in an appropriate way, results can help managers decide when and where to prioritize their efforts. We mapped vegetation with the aim of providing key information for managers on the extent, density and rates of spread of multiple invasive species across the landscape. Our case study focused on an area of Galapagos National Park that is faced with the challenge of managing multiple plant invasions. We used satellite imagery to produce a spatially-explicit database of plant species densities in the canopy, finding that 92% of the humid highlands had some degree of invasion and 41% of the canopy was comprised of invasive plants. We also calculated the rate of spread of eight invasive species using known introduction dates, finding that species with the most limited dispersal ability had the slowest spread rates while those able to disperse long distances had a range of spread rates. Our results on spread rate fall at the lower end of the range of published spread rates of invasive plants. This is probably because most studies are based on the entire geographic extent, whereas our estimates took plant density into account. A spatial database of plant species densities, such as the one developed in our case study, can be used by managers to decide where to apply management actions and thereby help curtail the spread of current plant invasions. For example, it can be used to identify sites containing several invasive plant species, to find the density of a particular species across the landscape or to locate where native species make up the majority of the canopy. Similar databases could be developed elsewhere to help inform the management of multiple plant invasions over the landscape.

Summary of phase compositions of experimental silicate melt, un-normalised analyses

The solubility of Re and Au in haplobasaltic melt has been investigated at 1673-2573 K, 0.1 MPa-2 GPa and IW-1 to +2.5, in both carbon-saturated and carbon-free systems. Results extend the existing, low pressure and temperature, dataset to more accurately predict the results of metal-silicate equilibrium at the base of a terrestrial magma ocean. Solubilities in run-product glasses were measured by laser ablation ICP-MS, which allows for the explicit assessment of contamination by metal inclusions. The Re and Au content of demonstrably contaminant-free glasses increases with temperature, and shows variation with oxygen fugacity (fO2) similar to previous results, although lower valence states for Re (1+, 2+) are suggested by the data. At 2 GPa, and Delta IW of +1.75 to +2, the metal-silicate partition coefficient for Re (DMet/Sil) is defined by the relation LogD[met/sil][Re] = 0.50(±0.022)*10**4/T(K)+3.73(±0.095) For metal-silicate equilibrium to endow Earth's mantle with the observed time-integrated chondritic Re/Os, (and hence 187Os/188Os), DMet/Sil for both elements must converge to a common value. Combined with previously measured DMet/Sil for Os, the estimated temperature at which this convergence occurs is 4500 (±900) K. At this temperature, however, the Re and Os content of the equilibrated silicate is ~100-fold too low to explain mantle abundances. In the same experiments, much lower Dmet/sil values have been determined for Au, and require the metal-silicate equilibration temperature to be <3200 K, as hotter conditions result in an excess of Au in the mantle. Thus, the large disparity in partitioning between Re or Os, and Au at core-forming temperatures argues against their mantle concentrations set solely by metal-silicate equilibrium at the base of a terrestrial magma ocean.

On the Closure of the Tame Automorphism Group of Affine Three-Space

We provide explicit families of tame automorphisms of the complex affine three-space which degenerate to wild automorphisms. This shows that the tame subgroup of the group of polynomial automorphisms of C3 is not closed, when the latter is seen as an infinite-dimensional algebraic group.

Fine spatial pattern of an epiphytic lichen species is affected by habitat conditions in two forest types in the Iberian Mediterranean region

Persistence and abundance of species is determined by habitat availability and the ability to disperse and colonize habitats at contrasting spatial scales. Favourable habitat fragments are also heterogeneous in quality, providing differing opportunities for establishment and affecting the population dynamics of a species. Based on these principles, we suggest that the presence and abundance of epiphytes may reflect their dispersal ability, which is primarily determined by the spatial structure of host trees, but also by host quality. To our knowledge there has been no explicit test of the importance of host tree spatial pattern for epiphytes in Mediterranean forests. We hypothesized that performance and host occupancy in a favourable habitat depend on the spatial pattern of host trees, because this pattern affects the dispersal ability of each epiphyte and it also determines the availability of suitable sites for establishment. We tested this hypothesis using new point pattern analysis tools and generalized linear mixed models to investigate the spatial distribution and performance of the epiphytic lichen Lobaria pulmonaria, which inhabits two types of host trees (beeches and Iberian oaks). We tested the effects on L. pulmonaria distribution of tree size, spatial configuration, and host tree identity. We built a model including tree size, stand structure, and several neighbourhood predictors to understand the effect of host tree on L. pulmonaria. We also investigated the relative importance of spatial patterning on the presence and abundance of the species, independently of the host tree configuration. L. pulmonaria distribution was highly dependent on habitat quality for successful establishment, i.e., tree species identity, tree diameter, and several forest stand structure surrogates. For beech trees, tree diameter was the main factor influencing presence and cover of the lichen, although larger lichen-colonized trees were located close to focal trees, i.e., young trees. However, oak diameter was not an important factor, suggesting that bark roughness at all diameters favoured lichen establishment. Our results indicate that L. pulmonaria dispersal is not spatially restricted, but it is dependent on habitat quality. Furthermore, new spatial analysis tools suggested that L. pulmonaria cover exhibits a distinct pattern, although the spatial pattern of tree position and size was random.

Fine spatial pattern of an epiphytic lichen species is affected by habitat conditions in two forest types in the Iberian Mediterranean region

Persistence and abundance of species is determined by habitat availability and the ability to disperse and colonize habitats at contrasting spatial scales. Favourable habitat fragments are also heterogeneous in quality, providing differing opportunities for establishment and affecting the population dynamics of a species. Based on these principles, we suggest that the presence and abundance of epiphytes may reflect their dispersal ability, which is primarily determined by the spatial structure of host trees, but also by host quality. To our knowledge there has been no explicit test of the importance of host tree spatial pattern for epiphytes in Mediterranean forests. We hypothesized that performance and host occupancy in a favourable habitat depend on the spatial pattern of host trees, because this pattern affects the dispersal ability of each epiphyte and it also determines the availability of suitable sites for establishment. We tested this hypothesis using new point pattern analysis tools and generalized linear mixed models to investigate the spatial distribution and performance of the epiphytic lichen Lobaria pulmonaria, which inhabits two types of host trees (beeches and Iberian oaks). We tested the effects on L. pulmonaria distribution of tree size, spatial configuration, and host tree identity. We built a model including tree size, stand structure, and several neighbourhood predictors to understand the effect of host tree on L. pulmonaria. We also investigated the relative importance of spatial patterning on the presence and abundance of the species, independently of the host tree configuration. L. pulmonaria distribution was highly dependent on habitat quality for successful establishment, i.e., tree species identity, tree diameter, and several forest stand structure surrogates. For beech trees, tree diameter was the main factor influencing presence and cover of the lichen, although larger lichen-colonized trees were located close to focal trees, i.e., young trees. However, oak diameter was not an important factor, suggesting that bark roughness at all diameters favoured lichen establishment. Our results indicate that L. pulmonaria dispersal is not spatially restricted, but it is dependent on habitat quality. Furthermore, new spatial analysis tools suggested that L. pulmonaria cover exhibits a distinct pattern, although the spatial pattern of tree position and size was random.